r,h« G V 3 4 - g 
Book 

GapynglitT^? . 

COKRiGHT DEPOSm 



Practical Training for Boys 

and 

Table Work in Physical Training 

{Illustrated) 



By 

ANTON H. MULLER 

Director of Physical Activities of the Allen-Stevenson School 
and 

THE CLIMBERS 

of the Allen^Stevenson School 



5 ^ ? 



Published by 

THE CLIMBERS OF THE ALLEN-STEVENSON SCHOOL 
New York City 
1919 



Copyrights 1919 

By 

ANTON H, MULLER 



Printed in the United States of America 

BY 

McAuLiFFE & Booth, Inc. 
New York City 



)CLA5l54b3 



This simple volume is fondly dedicated 
to 

Professor William G, Anderson 

of Yale University 

as a tol^en of appreciation for ready aid, 
advice and encouragement 

A. H. M. 



THE CLIMBERS 



At the Allen-Stevenson School, a three-fold record 
of each boy is kept, a set of mental, character, and 
physical charts. Each chart is marked under several 
headings, and in order to win a place on the honor roll, 
the boy must receive at least 290 points out of a pos- 
sible total of 340. It is not enough to be a brilliant 
student only, or an athlete only. He must be both 
conscientious in his studies, and faithful in his athletic 
work for self development and for his teams, relying 
on painstaking effort, rather than on his wits alone. 

Thus, the school cup is awarded to the boy who goes 
about his work and meets its daily petty annoyances 
with a cheerful spirit ; who is loyal to his friends, to 
the school, and to what is best in himself ; who is not 
afraid to accept responsibility; who is not discouraged 
by defeat, but is content to have done his best ; who 
meets success modestly ; who enters into his work and 
into his play alike with enthusiasm — a wholesome all- 
around boy. 

Seven years ago a group of boys feeling that with 
some sort of guidance they could accomplish more, 
asked Mr. Miiller to point them the way. At his sug- 
gestion the ''Climbers," a club which has grown to in- 
clude most of the boys between the ages of eleven and 
fifteen, was organized, and held weekly meetings for 
discussion and the transaction of business at which Mr. 



Miiller, as director, offered suggestions. At monthly 
meetings, held usually by invitation at the homes of 
various ^'Climbers," members of the faculty and others 
have been invited to address the club. 



NOTE 

In the past the ^'Climbers" have published many 
papers and pamphlets that have been of great value to 
the boys of our school. 

The most successful publication was ''School Talks," 
printed in 1915. The first edition of two hundred was 
sold in two days and the second edition of five hundred 
was delivered to all parts of the country. 

In publishing this book we hope to present some- 
thing that is of interest to our boys, parents and many 
friends. 

Most of the contents of this book were taken from 
Mr. Anton H. Miiller's manuscript, ''Practical Train- 
ing for City Private Schools,'' "Practical Body Build- 
ing for Boys,'' and "Table Work in Physical Training." 

Geoffrey W. Robbins, 
President, The ''Climbers/* 
1919. 



CONTENTS 



The Climbers 7 

Climbers of 1919 n 

Introduction -. = = .-.-- 13 

Physical Trainers - - - - - 15 

Gap Between Intellectual and Physical Education 16 

The City Private Preparatory School - - 20 

Competitive Games 26 

Physical Training for the Whole School - 28 

Opinions of Educators 30 

Physical Training Chart - - - - 36 

Application of Physical Training Chart - - 37 

Physically Fit 42 

Illustrations of Organic and Muscular Exercises 44 

Table Work - 55 

Theory of the Table Work 59 

Methods of Obtaining Relative Proportions of 

THE Body 62 

Illustrations of Table Work - 64 

Individual Table Work ...... 82 

Classes Doing Table Work . . . . - 83 

A Talk to The Climbers - - - - - 86 



THE CLIMBERS, 1919 

Officers 

Geoffrky W. Robbins, Jr., President 
S. Morris Pell, Vice-President 
John H. Forbes, Secretary 
Robert H. Wylie, Jr., Treasurer 
Anton H. Muller, Director 

Publication Committee 

Geoffrey W. Robbins, Jr., Chairman 
Harris Fahnestock, Jr. Louis H. Watson 

Paul M. Howard Richard M. Hurd, Jr. 

John H. Forbes Anton H. Miiller 

Photographic Committee 

Harris Fahnestock, Jr., Chairman 
Robert H. Wylie, Jr. Charles L. Hewitt 

DeWitt H. Smith 

Committee on Drawings 
S. Morris Pell, Chairman 
William Loeb, 3rd Reinhard A. Siedenburg, 3rd 

Explanatory^ Committee on Exercises 

Louis L. Watson, Chairm.an 
John N. Hough Hamilton Southworth 

Rolland C. Drowne 

Sales Committee 

Cornelius R. Agnew, Jr., Chairman 
Charles M. Clark, Jr. George H. Mallett, Jr. 

Liston Noble Edward Roesler, Jr. 

John S. Tacher, Jr. John S. Dickerson, Jr. 

Photographs for this book were taken by Mr. John R. 
Gardner and Climber Harris Fahnestock, Jr. 



Drawings by Climber S. Morris Pell. 



/ 



INTRODUCTION 



Fifteen years ago Physical Training in private pre- 
paratory schools in New York City presented an in- 
teresting problem to me. In fact so interesting that I 
decided to take tip private school work in preference 
to all other fields of endeavor in the physical training 
line. When I announced that I was prepared to give 
my entire time to one school, I was usually informed, 
that the school only required the services of a man 
for one hour in the morning, two hours in the after- 
noon, three afternoons a week. The one hour in the 
morning was to be devoted to taking the boys in the 
gymnasium or yard, having them swing their arms 
about, or doing some other form of calisthenics. The 
school was to be divided into squads, each squad to 
spend ten minutes in exercises. This ten minute period 
of exercise was intended as a break in the morning's 
routine of classroom work. The afternoon to be given 
to coaching teams. I was usually informed that the 
last man was let go because the teams did not win. 

These interviews proved to me that there was a field 
in New York City. At the time I was teaching part 
time in four different schools. 

One school became interested in my plans and de- 
cided to try them for two years. I made one con- 
dition, and that was : that my position did not depend 
upon the number of games won or lost, but upon the 
increased efficiency of the boys in their school work 



14 



Practical Training for Boys 



and the improvement in discipline. With the kind and 
conscientious co-operation of the principal, we suc- 
ceeded in the first two years in losing many games. 
But we also succeeded in efficiency and discipline. An 
improvement in the physical development of the boy 
was noticeable. I might add our teams soon won as 
many games as they lost. 

Men in the physical work are becoming interested 
in the City Private School problem. Perhaps it would 
be interesting to note that every year I have numerous 
applications from men desiring a year or two of ex- 
perience in our school. 

Our school numbers one hundred and fifty-four boys. 
The Physical Department requires the services of two 
men from nine A. M. to six P. M. and a third man 
from two P. M. to six P. M. 

I take this opportimity to thank my Head Masters 
Mr. Francis Bellows Allen and Mr. Robert Alston 
Stevenson for patience, help and advice, and also Mr. 
Thomas Whewell, whose untiring efiforts have helped 
to make our work possible. I also wish to thank sin- 
cerely many of my boys, and the patrons and physicians 
who so often extended many acts of co-operation, for 
their advice and the appreciation shown. 

This humble volume is the result of many requests 
from educators, physicians and patrons. Its publica- 
tion is made possible by the sincere efforts of the 
"Climbers'' of 1919. 

Anton H. Muller. 



Tabic Work in Physical Training 15 



PHYSICAL TRAINERS 

The specialists in Physical Education are as numer- 
ous as in medicine. We have football, baseball, basket- 
ball, hockey, track and field men, and finally a specialist 
in medical gymnastics. Many men specialize in the 
English, Swedish and Japanese methods, and as in 
medicine, we have the general practitioner. The gen- 
eral practitioner devotes his energies to developing the 
entire body in order to enable the individual to be 
placed in the hands of the specialist. Unfortunately 
too many of our youths fall into the hands of the 
specialist before his body is prepared for the one- 
sided training. I often wondered if many of the 
physical kinks that appear in later life could not be 
traced back to some unnatural strain received in a com- 
petitive game or race in our youth. The work of the 
specialists is more spectacular than that of the general 
practitioner, therefore more attractive both to the 
teacher and the boy. Both are important, but general 
body-building should precede specialized athletics. I 
would class a physical director of a school as a gen- 
eral practitioner. I also believe that the physical 
director of a school or college should have the first 
and last say as to who should or should not participate 
in any game or sport ; especially in competitive games. 
When that authority is given to the physical director 
many physical risks wall diminish. 



16 Practical Training for Boys 



At the present time we are hearing serious discus- 
sions on the best ways and means to train our boys for 
time of need. It seems to me that if all the schools 
were to place a competent physical director in charge, 
and ally intellectual and physical education so closely 
that the one could not proceed without the other — both 
to aim at the one goal of developing the entire boy in 
harmonious proportions — the average boy would, un- 
der these conditions, grow up a well-balanced man pre- 
pared for any physical or mental service. 



GAP BETWEEN INTELLECTUAL AND 
PHYSICAL EDUCATION 

The gap between intellectual and physical education 
is still too wide. The teacher of physical training 
usually is not made a member of the faculty and rarely 
has a vote upon school matters. The gymnasium is a 
secondary consideration and if included in the plans 
of the building, usually is placed in some corner of the 
basement. Just as soon as a physical director suc- 
ceeds in getting a backward boy interested in some 
form of physical activity, brings him to a point of 
mental awakening, and fills him with enthusiasm, a 
classroom teacher uses this interest as a whip and bars 
the boy from the gymnasium, field or games. The 
physical director has no say in the matter. Why? 
''Because the boy comes to school to master his lessons 



Table W ork in Physical Training 



17 



and not to play games." Experiences of this kind are 
very discouraging. The sooner the physical director 
realizes that in the final analysis the boy is sent to 
school to master intellectual education and not physical 
education, frictions that are bound to arise will not be 
so irritating- Conditions of to-day shoulder the Pri- 
vate Preparatory School with many handicaps, and in 
order to live up to its obligations, it has all it can do 
to perform conscientiously the many duties required. 

When a boy is placed with us it is specifically stated 
by the parent, that the boy must be prepared for board- 
ing school or college at a certain year. If we succeed 
in preparing the boy to pass the examination at the 
stated time all is well and good. We receive credit for 
our efforts, the teaching of mental, moral and physical 
education is also acknowledged and accredited. But, 
should the boy fail, even though he were mentally in- 
efficient, the school is held to account, charged with 
poor methods. All that has been done for him phys- 
ically and morally is forgotten by the parent. The fact 
remains that the boy did not pass the examination. 

The school is given the shortest possible time to pre- 
pare a boy for college. 

Many demands are made upon the boy's time. Too 
many outside, sometimes unnecessary attractions take 
the boy from his required school work. We have only 
five school days a week for eight months in a year, 
and often only four years to prepare a boy for an 
entrance examination. 



18 Practical Training for Boys 



■ Here is the programme of a boy who is not an ex- 
ception in a large city school : 

Monday afternoon — Music Lesson. 
Tuesday afternoon — Military Training. 
Wednesday afternoon — Dancing School. 
Thursday afternoon — Painting Lesson. 
Friday afternoon — Military Training. 
Saturday morning — Riding Lesson. 
Saturday afternoon — Theatre. 

The school must not interfere with any of these 
appointments, yet the school is held responsible for this 
boy's entrance examination for boarding school or 
college. 

If a boy has not all of the above duties or appoint- 
ments, there are others to take their places. Dentist's 
appointments must be made on school days. Many 
boys have weekly appointments with the dentist last- 
ing through the entire school term — sometimes a school 
year. Theatre parties always come on a school day. 
Clothes must be bought on a school day. Uncles, aunts 
and cousins as well seem to be in league with boys, 
for they always sail for abroad on a school day. And it 
is a mighty poor sister who does not have her party 
on a school day. 

I am not an educator, I am an outsider, and as an 
outsider I can see the effect all this has on the school. 
It is surprising to me that a school can accomplish the 
results it does in a school year of eight months, with 



Tabic Work in Physical Training 



19 



one month or more taken out for vacations. ( )ften 
the school does not get the boy for even this brief time. 
Many report from two to four weeks late in the fall 
and leave from two to three weeks before close of 
school in the spring. Many take Fridays off to spend 
week ends in the country. 

These conditions also interfere with the work of 
the physical director especially if he is trying to de- 
velop sound minds within sound bodies. Under these 
conditions it is almost impossible for a physical director 
to expect the school to consider his department as im- 
portant as the intellectual department, nor can he ex- 
pect the school to ally intellectual and physical education 
as it should be. 

I predict that the time is not far distant when both 
parent and school will give recognition to the neces- 
sity of a very close alliance of mental and physical 
training. The physical training that will be demanded 
of us will be a training that will provide health and 
strength, not strength in any particular organ, but 
general healthiness of all organs. 

The reason I feel so confident of this is that I have 
received several hundred letters, many of which I have 
saved, giving our physical department equal credit with 
the educational department for the boy's successful pre- 
paration for boarding school or college. 



20 Practical Training for Boys 



THE CITY PRIVATE PREPARATORY SCHOOL 

I am not qualified to speak of the value of our 
present day methods of intellectual education. I am 
interested in the training of the boy and the discipline 
of the boy. I firmly believe that the time is not far ofif 
when fads, fashions and traditions will be laid aside 
and a return will be made to a good solid, wholesome 
school atmosphere. The school will not be looked upon 
as a place w^here Willie will be tutored in a few sub- 
jects in order to enable him to pass an examination 
to enter a certain boarding school at a certain year, but 
will be an institution whose authority will be respected 
by both parent and boy. It will be recognized as one 
where discipline must be respected and where inter- 
ference with discipline will result unfavorably to the 
disturber. The school will teach the value of whole 
work — not dissected work — and will demand the proper 
amount of time to be spent in preparing a boy for 
boarding school or college. 

The City Private School is not taken seriously enoug-h. 
Too many conditions and exceptions are demanded of 
it. The parent who gives the school full authority to 
do for the boy as it sees fit is an exception. The mere 
fact that a boy is placed in a certain school is evidence 
that the parent has chosen it in preference to another. 
Therefore, confidence is naturally expected; interfer- 
ence with the physician, surgeon, dentist or lawyer is 
not ethical, therefore rare. Nor would one think of 



Tabic Work in Fliysical Training 



21 



going to the head of a well established business house 
and demanding certain changes of business detail. The 
school deserves the same consideration. 

A mother once remarked to me that the school and 
parent at present are quarrelling too much. I do not 
exactly know where the fault lies, but I am inclined to 
believe the breach began when the school requested 
more time, better disciplined boys and more confidence. 
The city private school receives a comparatively small 
tuition fee. Parents do not hesitate to pay two or 
three times as much to a tutoring or cramming school. 
I think it is a mistake to cram a twelve to fourteen 
year old boy. Tutoring is too freely applied. The 
school is often not allowed to teach a boy to help 
himself. 

Traditions determine the boy's educational course. 
In early childhood he is surrounded by nurses and a 
governess W'ho prepares the child for the primary 
school. The primary school must fit the boy for a 
certain city private school. Each preparatory school re- 
quires dififerent cjualifications from the primary school, 
It is demanded of the preparatory school that the boy 
be prepared for a certain boarding school or college. 
Each boarding school or college insists upon its own 
entrance examination and no two are alike. 

A city preparatory school is, A soviething beticeen 
two powers, each pulling independently against it. 
Any preparaton^ school with a fair reputation is good 
enough to prepare the boy for boarding school or 



22 



Practical Training for Boys 



college, but any boarding school or college is not good 
enough for the boy. A parent once asked a head- 
master what he considered the best college, he replied 
''West Point and Annapolis/' 

The boy goes to a certain boarding school because 
a parent thinks it is the best or because his father went 
there. Others are entered hoping the boy will go to 
college with a certain group. This group will carry 
the boy into and through college. One mother asked me 
to pay special attention to her boy and make him an 
athlete so that he might become popular in a certain 
boarding school. She frankly confessed if the boy 
was successful it would be an aid to her socially. An- 
other mother notified one of my teachers that if her 
son, a perfect snob, did not receive an honor prize 
she would use her social prestige to injure the school. 
Fathers are usually very busy. Mothers have many 
social and club duties. The child is very often left in 
charge of trained or untrained servants. 

Here again the City Preparatory School suffers, for 
it must counteract in many cases the training given by 
such servants. 

I want to say a word here for the boy who has one 
or two sisters who are from two to four years older 
than himself. Several years before sister has her com- 
ing-out party, many boys are neglected and spoiled. 
Mother is very busy guiding daughter with social 
duties, parties, dances and the theatre. The boy for 
the time being must get along the best he can or go 



Tabic Work in Physical Training 



23 



to boarding school. Sister soon realizes her impor- 
tance and becomes a domineering boss over little 
brother. They are always quarreling. Brother 
realizes sister is getting expensive jewelry. He sees 
her surrounded with dressmakers, making costly gowns. 
Suddenly he becomes lonesome, finally indignant. He 
demands an equal share of attention, affection and ad- 
miration. Mother and daughter cannot understand 
him, nor can he understand it all, for he is only a boy. 
Mother and daughter are very excited over the com- 
ing event and become somewhat nervous. And should 
the boy still insist upon receiving some attention, he is 
given money to invite several boys to the theatre on 
Saturday afternoon, and an automobile is promised for 
the summer if he is a good boy. Father is too tired to 
take up these details at night, but informs the young 
man if he behaves himself and does not smoke or drink 
till he is twenty or twenty-one (he, father) will give 
him one thousand dollars out-right and assures him 
the offer mother made about the auto holds good. 

Several winters ago, for six months my sympathies 
were given to a boy whose family were so busy pre- 
paring for a coming-out party that the boy was not 
allowed to come home for lunch. I found him eating 
in beaneries, walking the streets like a lost sheep. 
Very often he ate no lunch. He became my luncheon 
partner. We grew to be pals. 

What a wonderful day the coming-out party was. 
Two hundred guests, punch bowls, fruit, flowers, gowns 



24 



Practical Training for Boys 



and jewelry. He had a great time. Nobody noticed 
him, but oh how he did enjoy tlie eats. He was sick 
for two days after. Shortly after his father informed 
the school that he could not afford to pay three hun- 
dred and' fifty dollars tuition dues as expenses were 
high, etc., etc., but before this boy's second sister came 
out he was attending a thousand dollar boarding school. 
These conditions do not exist as a whole. I state them 
simply to show the many little incidents that are cast 
upon the daily work of the City Preparatory School. 
As long as we have large, thickly populated cities, and 
people want private schools, City Preparatory Schools 
will exist w^ith all its problems. A school must be one 
or the other, boarding, country or city school. It is the 
city school I am interested in. The owner or head- 
master cannot look for an equal money return for his 
efforts. Nor can a teacher expect a large salary in- 
come. People are not accustomed to pay well for the 
training of children in their tender years, but pay out 
lavish sums of money to make or save a boy of four- 
teen years of age or more. 

The owner or head-master of a City Preparatory 
School feels, and justly feels so, that he cannot afford 
a physical education department. I dare say that if 
a bold attempt were made he would soon be repaid 
for his risk.- 

What have the above conditions to do with physical 
education ? These conditions are more noticeable in 
the physical educational department than in the intel- 



Table Work in Physical Training Z5 



lectual department. The sooner the two are allied the 
better will our city boys be prepared to enter boarding 
school or college. 

Our school is not free from all the handicaps of the 
City Preparatory School, but I want to say and without 
reserve, that our patrons give us the best kind of co- 
operation. Many uphold our discipline to its fullest 
extent. Out of one hundred and fifty-four boys, five 
to eighteen years of age, the school controls, if neces- 
sary, the entire time of one hundred and twenty. 

Intellectual and physical education are so closely 
allied, that one can hardly continue without the other. 
The boy who is doing poor work in his lessons is doing 
poor work in his games or gymnasium. What is the 
reason? The classroom teacher, the gymnasium 
teacher, head-master and physical director get together, 
and all tackle this one boy. What is the result? In 
time he is developed into a pretty good all-round boy. 
Of course we fail in some cases, but there is one happy 
consolation — the boy we fail with is usually one of the 
thirty-four of whom we have only part control. 



26 



Practical Ti'aining for Boys 



COMPETITIVE GAMES 

I believe in competitive games. Much that has been 
said in favor of competitive games holds true. The 
desire to compete with others and win is the strongest 
passion of the boy. Misguided, this passion would be 
the wrecking of many strong and generous characters. 
For years I maintained the regular schedule of outside 
games, playing as many as two and three games a week. 
We had teams averaging eighty pounds, ninety-five 
pounds and one hundred and five pounds, and a 
'varsity team. Six years ago I discontinued outside 
competition for the reason that I felt that athletics was 
predominating in the minds of boys and parents over 
intellectual and physical education. It is a mistake for 
the boarding school or day school to imitate the 
Varsity teams of college. I have seen such teams 
trained as finely as a college team. It seems fatal for 
the City Preparatory School even to attempt to imitate 
a large boarding school or college Varsity team. The 
spirit of win at any cost often results in a greater 
expenditure of physical energy than the young body can 
spare. A youth playing a natural game of tag, ball, 
race, and in a chase will nine times out of ten stop when 
he reaches the limit of physical endurance. A boy 
playing on a school team does not stop when he reaches 
the limit of physical endurance, for he must win for 
the honor of his school. If a boy does stop he is 
branded a quitter by his coach and schoolmates. He 



Tabic Work in Physical Tmining 



27 



is disgraced for the rest of his school years and often 
this disgrace follows him to college. Our youths play 
at their games with too much work attached. They 
are trying to play a man's game, especially in football. 

An employer would never consider putting a boy 
at a man's work, he realizes it would ruin the boy's 
future efficiency. It is argued that a boy not receiv- 
ing such a training has no chance at college. Perhaps 
that is true for there are few colleges who develop 
their own material. In baseball we have the profes- 
sional scout. The colleges have not one scout, but 
many royal amateur scouts who are very active. A 
boy in preparatory or high school with athletic ability 
is closely watched, and if not approached directly, he 
is very often indirectly. 

I am willing that a boy sacrifice his chances of mak- 
ing a boarding school or college team, if instead I can 
give the entire school harmonious intellectual and 
physical development. Nearly every boy understands 
many of the games played today. Give the boy a 
thorough body-building and he will succeed in having 
lots of fun out of his games, and many do succeed on 
college teams. One boy from our school played on a 
college 'varsity football team, two swam on college 
teams, another played basketball, and one made a 
'varsity g-ymnasium team. None of the above boys 
ever had any idea of making- a college team. 

Our boys work too hard at their play and often play 
too much at their work. I hope some day w^e shall be 



28 



Practical Training for Boys 



able to include tennis and golf in our schedule. I 
would give ever}' boy ten to fourteen years of age a 
course in both tennis and golf. At this age the knack 
of games comes to a boy almost naturally. After his 
fourteenth year he would drop tennis and golf for the 
more strenuous boarding school or college games, but 
when he graduates he could resume and continue either 
or both games with comparative ease. 



PHYSICAL TRAINING FOR THE WHOLE 
SCHOOL 

^^^hen I first took up physical work in a city pre- 
paratory^ school I was rather surprised by the existing 
spirit that prevailed. The school seemed not to over- 
care for sound body building, but was well pleased if 
I kept the boys active, especially in games. Of course 
the little fellows care little for systematic exercises, 
but are wild over competitive games. It made very 
little difference w^ho or what the members of the teams 
were as long as they licked the other school. And 
why should they not have this game spirit. When big 
brother came home from boarding school or college he 
usually tells of his teams, the games, and all the glory 
that went with them. The little brother seldom heard 
of his brother going through a course of body building 
exercises. 



Table Work in Physical Tvauimcj 



29 



1 was also surprised at the lack of interest displayed 
by parents in body building work. They were very 
keen about the boy playing on some team. After care- 
ful study and consideration I decided that games should 
become a secondary consideration. I was determined 
to take hold of an advantage that my little flock 
presented to me. The advantage I saw was, that here 
we have a school of boys, who represent the sons of 
•gentlemen. They are bright, clean-cut and gentlemanly. 
All are endoAved with brains inherited from the third 
and fourth generations of college trained men. They 
have the blood, the body and the advantages of inherit- 
ance of many qualities denied other boys. They have 
intellectual fathers and mothers, good and refined 
bomes and every advantage offered them. They are 
led over rough roads, spared pain, and unhappiness, and 
should a boy show an inclination to any one branch of 
life's work he has opportunities offered to him that 
are again denied the other boys. 

We have here the making of the best citizens, clean 
politicians, honest business men, excellent professional 
men. With this in mind we intend to lead and develop 
an all-around boy, with a well developed body that 
will be able to carry the burdens of a well developed 
mind, with a strong character behind it all. 

Physical training has its value in a schoolboy's life, 
for it is granted that a student's success depends very 
largely upon his health. There is no part of the mental 
training that the school boy receives that is independent 



30 



Practical Training for Boys 



of the support of his body. Mental work is severely 
exacting and physically expensive. The boy must have 
some physical activity of one kind or another in order 
to obtain success. 



OPINIONS OF EDUCATORS 

I wanted to make out a case for myself and I re- 
quired considerable material to convince some parents, 
and a great deal of material to convince my boys that 
the development of sound minds within sound bodies 
could be best obtained by a systematic course of 
physical work succeeded by games and not by competi- 
tive games only, so I mailed this circular letter to 
various educators. 

The Allen-Stevenson School, 
50 East 57th Street, 
New York City. 

October, 1918. 

Dear Sir : 

In my experience during the past eight years, as teacher 
of Physical Training in private preparatory schools, I find that 
parents, as a rule, are little interested in the Physical Educa- 
tion, or Body-building of their boys. So long as the boy keeps 
up in his studies and his health remains in a normal condition, 
the parent seems satisfied. Schools are trying hard to give 
their boys all the care and attention they possibly can in pre- 
paring them physically as well as mentally for college. In 



Table Work hi PJiysical Training 



31 



order to obtain the best results, I feel that we must have the 
co-operation of parents; their interest in the work would 
help us greatly. 

The boy who is fortunate enough to possess a good, strong, 
athletic body is well taken care of in school ; but such boys 
are in the minority. The undeveloped, weak-muscled, anemic, 
and backward boy is the one I wish to reach — also his parent. 
I feel that the time is now ripe to hit the nail on the head. 
Colleges require compulsory gymnasium work ; higher schools 
are requiring it, and the Preparatory Schools are trying to 
educate the boy to qualify both physically and mentally. I 
feel that, with your opinion on the subject, together with a 
few statistics which I have on hand, we can lay before the 
parents facts that will not alone awaken them, but show them 
the real necessity for their co-operation in the boy's physical 
education as well as his mental development. 

Trusting for a reply, I beg to remain, 
Respectfully yours, 

Anton H. Muller. 

What is your opinion on the following questions : 

1. — The value of Physical Training in Private Preparatory 

Schools, especially city day schools? 

2. — Effect on college life? 

Effect on character? 
Effect on morals? 

3. — Do you approve of putting a lesson in gymnastics or 

physical training on the same basis as a lesson in 
Greek, history, or any other of the scholastic 
subj ects ? 

May I quote you? 



32 



Practical Training for Boys 



A FEW REPLIES 

Groton School 
groton^ mass. 

October 26, 1908. 

Mr. Anton H. Muller. 

Dear Sir : I entirely agree with you in thinking that it is 
of primary importance that a boy's physique should be built 
up in such a way that he will be able to do energetically the 
work of school and of life. 
With all good wishes for your success, I am 

Very truly yours, 

E. Peabody. 

Yale University 
new haven^ conn. 

October 23, 1908. 

My Dear Sir: 

I should answer the questions on your circular as follows : 

(1) The value of physical training in private preparatory 
schools, or any other kind of schools, depends wholly upon 
the way in which it is carried out. 

(2) If carried out in such a way as to co-ordinate itself 
with outdoor sports, it will have a good elfect on the boy's 
character and morals in his college life. 

(3) No. The things may be equally valuable, but their 
results are quite incommensurable. 

Trusting that these answers may be of service, I remain 
Faithfully yours, 

Arthur T. Hadley. 

Mr. Anton H. Muller, 
New York City. 



Tabic Work in Pliysical Tvaiuing 33 



Yale University Gymnasium 
William Gilbert Anderson, M. A., M. D. 
Director 

NEW HAVEN, CoNN. 

October 21, 1908. 

Dear Mr. Muller: 

In answering your questions 1 and 2, I am going to refer 
you to the chapter entitled The Ethical Element in Physical 
Training in my book "Methods of Teaching Gymnastics." 

In answer to question Number 3, I wish to say that it is 
impossible to compare purely physical activities with mental 
activities as the character of one differs so from that of the 
other. 

At the present time we will have to place gymnastics upon 
the same plane with laboratory work. As there is some dif- 
ference between gymnastics and physical training we must 
consider this. I understand by the latter term that h^^giene, 
applied physiology, etc., are included, in which case physical 
training is comparable with the classics and sciences. 

Cordially yours, 

W. G. Anderson. 

Mr. Anton H. Muller, 
New York City. 

Sheffield Scientific School of Yale University 
new haven, conn. 

October 23, 1918. 

Mr. Anton H. Muller, 
New York City. 

Dear Sir : Replying to your communications of recent date, 
I am disposed to answer your questions as follows : 

(1) The value of physical training for boys in preparatory 
schools, especially in the schools of our cities, cannot be over- 
estimated. I mean, of course, judicious physical training 
intelligently applied and consistently followed. Like all other 



34 



Practical Training for Boys 



good things, it can be overdone, but, in my judgment, physical 
training is as desirable for boys as mental training, since it is 
very desirable that the boy with a strong mind should have a 
strong and well-developed body to carry out the physical 
and mental activities which the mind may prompt. 

(2) The effect of good ph3^sical development on the man's 
career in college is, I think, obvious, since a strong mind in a 
weak body is not able to accomplish as much as when the 
physical development has kept pace with mental development. 
My own experience in college matters leads me to believe that 
judicious physical training helps to elevate both character 
and morals. 

(3) I believe that a lesson in gymnastics or physical train- 
ing may well be put on the same basis as a lesson in history 
or any other scholastic subject. 

I have no objection to your quoting my views. 

Very truly yours, 

Russell H. Chittenden, 
Director of the Sheffield Scientific School. 

Dictated. 

Harvard Unr^rsity 
cambridge, mass. 

October 24, 1908. 

Dear Sir: 

In reply to the questions you have sent me I beg to say: 

(1) I value highly judicious physical training in all pre- 
parator}^ schools. 

(2) Such training has a good effect on moral character 
and mental capacity, and therefore, on subsequent life in col- 
lege. 

(3) I do not approve of putting a lesson in gymnastics "on 
the same basis" as a lesson in Greek, history, or other sub- 
ject on which mental effort has to be made. The two sorts 
of lesson do not seem to me comparable. 



Table Work in Pliysical Training JS 



You are at liberty to quote the whole of this reply to your 
question, but not a part of it. 

Very truly yours, 

Charles W. Eliot. 

Mr. Anton H. Muller. 
New York City. 

Union College 
schenectady, n. y. 

October 29, 1908 

Mr. Anton H. Muller. 

Dear Sir : Your circular letter received and I have sent a 
copy to Dr. Alexander. I should like very much to have a 
list of the tests that you give in j^our examination in gymnas- 
tics with the details of handling same. 

Concerning the questions that you wish considered, you 
may quote me as follows : 

(1) Systematic bodily exercise is absolutely essential for 
the healthy physical development of all school children. 

In large cities practically the only opportunity for such 
development must be found in the departments of gymnastics 
and athletics of our public and private schools. 

Physical training should be required of all pupils, credit 
should be based on physical proficiency and parents should 
insist upon high standards in this work as in any other study. 
If corrective exercises are prescribed to be done at home, 
parents should see to it that such exercises are as regularly 
performed and as well done as the lesson in history or in 
mathematics. 

(2) Nothing is so conducive to sweetness of temper, to 
ability to resist temptation, to a right attitude toward the af- 
fairs of life as good health. Good health is dependent upon 
regular exercises. Physical training is the foundation for the 
best mental, moral and physical development of the indi- 
vidual. 



36 Practical Training for Boys 



A successful college career is dependent upon continued 
good health during the entire course, and many an otherwise 
brilliant career is hampered and restricted because the body 
has been unequal to the demands of an ambitious and active 
mind. The weaker the body the more it determines the 
limitations of a man's success in life. 

(3) Yes. 

Yours very truly, 

S. A. McCoMBER. 

Columbia University in the City of New York 
university gymnasium. 

October 19, 1908. 

Mr. Anton H. Muller, 

Dear Sir : I am in hearty sentiment with the ideas in your 
circular letter. The value of Physical Training as a part 
of education is now recognized by all leading educators. A 
great part of the Colleges and Secondary schools are giving 
the same credit for Physical Education as they give for other 
branches. 

Very truly yours, 

Geo. L. Meylan, 
Director of Gymnasium. 



PHYSICAL TRAINING CHART 

In reply to this letter I received over one hundred 
answers. For a week I did nothing but read these 
letters to my boys and laid before them my plans. 
From that time on I had no difficulty in getting my 
boys to do setting-up work, body building work, and 



Table Work in Physical Training 



37 



in gaining the real co-operation of parents. The boys 
went home and explained their determination to build 
up their bodies first. Of course their enthusiasm 
would soon cool, therefore, if I could only give my 
youngsters something tangible to work upon, something 
that would hold them for a period of a year, I felt we 
could get some concrete results. Time was too limited 
to include the teaching of physiology and hygiene. 
After considerable experimenting- the following chart 
came to light. This chart is of great value to me. It 
helps me to teach the boy where to begin to develop 
the body and how to develop his body. It also teaches 
the boy what part of the body and what organ is de- 
veloped by certain kinds of exercise. He is interested 
in his work because he knows what he is doing and 
why. 



THE APPLICATION OF THE PHYSICAL 
TRAINING CHART 

During the first week on opening school in the fall, 
every class spends the gymnasium period in studying 
the physical training chart. First we learn the formula 
by heart. Then we reason it out. By this time most 
every boy appreciates that it is of primary importance 
to have all the organs in the best possible condition, to 



+ 



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Team 
Work 


Endurance 
Character 


By being 
loyal and 

true to 
your team- 
mates 




Apparatus 


Skill 
Strength 
Mental 
and 
Muscular 
Control 


Individual 
Class Work 

Test for 
Mental and 
Muscular 
Control 




Boxing 


Skill 
Strength 
Endurance 
Mental 
Control 


Class 
Work 
Shadow 
Boxing 
Tournament 


10 


Attendance 

and 
Punctuality 








Mental 
and 
Muscular 
Control 


Mental 
Control 

over 
the Body 


Military 
Commands 

and 
Apparatus^ 




Muscnlar 
Development 


Muscles 

of 
l^ntire 
Body 


Flexion 
and 
Extension 

with 
Muscnlar 
Resistance 




Organic 


Stomach 
and All 
Lower Organs 

Digestion 


Deep 
Breathing 
Body Bending 
and Twisting 
Rapid Leg 
Work 



(u ^ -*-> o 



Tabic Work in Physical Training 



39 



bind these organs with good useful muscles, and hav- 
ing done this, to have some control over the body. The 
mind, not habit, is chosen to be the master over the 
body. Shall we stop here content with the body beauti- 
ful. No, make the body both beautiful and useful. 
How? By developing skill, strength and endurance. 
It is a pleasure to see these boys begin their physical 
work. 

The chart is divided into eight headings. The boys 
are taught that : 

No. 1 Is organic w^ork, develops heart and lungs, 
enlarges the chest, increases and purifies cir- 
culation. Four different kinds of exercises 
are taken. 

No. 2 Is organic, strengthens stomach, and other 
lower organs, aids digestion. Six different 
kinds of exercises are taken. 

No. 3 Muscular development, develops and streno-th- 
ens every muscle. Sixteen different exercises 
are taken. 

No. 4 Mental and muscular control. Trains the 
mind to control the actions of the body and 
produces co-ordination. Twenty commands 
are given which require mental effort before 
bringing the body into action. 



40 Practical Training for Boys 



Each heading has a set of exercises making four 
sets. Each class has one-half hour every morning for 
gymnasium. For the months of October, November 
and December, each one goes through these four sets 
every morning for a period of 20 to 25 minutes ; five 
to ten minutes are given to play. All of our work is 
carried on in the open air, on a wooden floor raised 
from the ground. 

Just before the Christmas holidays, each boy is 
examined on the first four headings. He is marked 
on his knowledge of the chart and form in his exer- 
cises. He is marked on a scale of ten (10). 

No. 6 On return to school after New Year's the four 



sets are still continued every morning for a 
short period of time. We add boxing. Box- 
ing is first taught in class, then each boy 
shadow boxes, finally he is allowed to have 
one minute bouts, and after four weeks every 
boy of eight years of age and over enters 
the School Tournament. The school is divi- 
ded into eight weight classes, as follows : 

Gold Medium 



Silver 
Feather 



Middle 



Heavy 

School Championship 



Light 



Table Work in Physical Training 42 



No . 7 Apparatus is taken up much the same as box- 
ing: first, individual instruction; then class, 
and finally the boy enters a test to prove his 
skill, strength and control. 

No. 8 A boy must take active part in some team 
regardless of his ability. 

The boy is given credit, on a scale of ten, for boxing, 
apparatus and team work. 

In boxing no points are given for winning a cham- 
pionship. He receives credit for attention during the 
period of instruction, for improvement and sportsman- 
ship. 

For apparatus, points are given for attention during 
instruction, for improvement, and ability to show 
mental and muscular control. Every boy has an appa- 
ratus test. 

Points for teams. The boy who wins a hundred 
yard dash thereby winning the meet for his school re- 
ceives no credit on the chart. Nor does any other star 
receive credit for being a star. A poor player who has 
been loyal and true to his team, who attended daily 
practice or games, who is always ready to try his best 
for his team, gets more credit than a snobbish star. A 
boy receives credit for being a faithful, reliable mem- 
ber of a team, be that baseball, football, basketball, 
track, field, wand, dumbbell or Indian club team. 

Credit is given for No. 5 also on a scale of ten. 



42 



Practical Training for Boys' 



A boy can receive eighty possible points on the 
Physical Training Chart. These points are added to 
liis mental and character charts. 



PHYSICALLY FIT 

By faithfully and conscientiously carrying out the 
work as planned on the Physical Chart, the entire 
school is trained, not over trained. Any member — thin, 
fat, tall or lean— that the school has full control of is 
fit for any competitive game or race at any time. 

Any boy is able to box three strenuous rounds, run 
a dash, or play a hard game of basketball without the 
fear of using an untrained body. He is not athletically 
trained, but his body is in shape to take part in any 
play for fun or marbles. 

This boy can and does play the intellectual game 
good and hard, perhaps not because he wants to, but 
because he is made to and he can stand it. We cannot 
be expected to be held responsible for the boy on half 
or part time. 

Our games are held in the afternoon upon the school 
field, fifty by one hundred feet. Thirty by ninety feet 
is covered with a board floor. This floor contains a 
tennis court. In the fall and spring indoor ball and 
tennis tournaments are held, also track and field events. 
In the winter months basketball is played. In case of 
snow the floor is cleared and play resumed. Rain 



Table JVorh in Physical Training 43 



only prevents the use of this field, and then the school 
gymnasiimi is used. 

In all games the school is divided into leagues. 



In basketball we have five leagues. 









Ages 


Senior League. . . 


.4 Teams 


20 boys 


14-17 


Junior League. , . 


.4 Teams 


20 boys 


12-14 


Midget League. . 


.4 Teams 


25 boys 


11-13 


Allen League . . , . 


.4 Teams 


25 boys 


10-12 


Stevenson League 


.4 Teams 


25 boys 


8-10 


All Star League. 


.2 Teams 


30 boys 


5-8 



The All Star League plays punch ball. 

Each team plays three league games a v^eek, and the 
other tw^o days are devoted to team practice. 

The whinner in each league receives a shield. Each 
member of a winning team has his name engraved on 
his respective shield. He is also entitled to wear his 
school numeral. 

We have one hundred and fifty-four boys in school 
— one hundred and forty-five are members of teams. 
Some of the nine not accounted for are little boys of 
the primary forms and several in our upper school. 
What they do for physical exercise I do not know. 

Several years ago I saw one of our 17-year-old non- 
active men parading Fifth Avenue practicing carrying- 
the-cane. 

I might add that the boy receives a physical measure- 
ment and a medical examination at the beginning of 
every school year. 



44 



Practical Training for Boys 



ILLUSTRATIONS OF ORGANIC AND 
MUSCULAR EXERCISES 

The illustrations on the following- pages show some 
of the organic and muscular exercises given according 
to the Physical Training Chart. 



46 



Practical Training for Boys 




48 



Practical Training for Boys 




Table Work in Physical Training 



49 




50 



Practical Training for Boys 



i 



Figure 11 

Stride stand, hands on hips, elbows back, bend 
body backward (Fig-. 11), return to original position. 
Inhale on first movement. Exhale on second 
movement. 

Continue exercise by bending body forward, side 
right, and side left. 



Tabic Work in Physical Training 



51 




52 



Practical Training for Boys 




Table Work in Physical Training 




Figure 20 



Take position of stride stand, arms in stretch, 
(Fig. 12). Force knees back, bend body forward, 
then force arms back as far as possible. (Fig. 20). 



56 



Practical Training for Boys 



TABLE WORK 

We have no trouble in getting our boys to do phys- 
ical exercises, setting-up drills or body-building work. 
The chart solved many problems. One thing that al- 
ways did trouble me was to get my classes to assume 
and hold the proper standing position during exer- 
cises. We teach the boy to stand with his head up, 
chin in, shoulders back and down, chest arched, abdo- 
men in, hips firm, heels together, toes out. 

AA'ith twenty to thirty boys in a class and only one- 
half hour gymnasium period and part of the period 
given to play, it is almost impossible to hold every boy 
in the proper position. Many require, especially the 
five, six, and seven-year-old boy, special and individual 
attention. In correcting one child the rest of the class 
stands idle, and if individual correction is given to sev- 
eral, the half-hour is scon over. Young children re- 
quire a great deal of individual attention and correc- 
tion. Should I succeed in getting the entire class to 
hold the proper standing position just as soon as the 
class begins to perform some exercises, like arms in 
reach, stretch, body-bending, or deep-knee bend, some 
part of the body collapses. Either the head falls for- 
w^ard, chest drops, abdomen protrudes, shoulders come 
forward, or the knees bend. In order first to perform 
any exercise no matter how simple one must practice 
mental and muscular control. Children will imitate 
their leader, but no matter how perfectly the leader 



Table Work in Physical Training 57 



does his exercises, children cannot understand the 
v^alue of doing the exercises correctly. I have seen 
leaders put boys through a calisthenic drill with re- 
sults more harmful than beneficial. 

In order to get this mental and muscular control re- 
quires many interruptions, waits and delays. I felt 
that if I could find some other way of applying exer- 
cises that would do away with these interruptions, I 
could save two months in eight and produce better 
results. 

For many years I have handled the private patients 
of several physicians. These patients, boys and girls, 
six to sixteen years of age, presented undeveloped 
bodies, round shoulders, flat chests and other physical 
shortcomings. Many girls of normal health and fair 
physique w^ere brought to me to be prepared for their 
coming-out gowns. These cases were treated with 
medical gymnastics, massage, Swedish movement or by 
giving corrective exercises. They were treated and 
handled individually. For this work a special table 
was necessary. I found that with the table work re- 
sults were accomplished in about half of the time re- 
quired in standing exercises. 

Sometimes it seemed almost impossible to get a lit- 
tle fellow of five, six, and seven, to hold the proper 
standing position. Such a boy I would place on a spe- 
cial table. He would be requested to lie on his back 
in a natural position, and nine times out of ten his 
shoulders would be in the proper position. I would 



58 Practical Training for Boys 



then place his head, chin, shoulders, chest, abdomen, 
knees, heels and toes in the proper position. In this 
position I would require the child to perform several 
exercises. Finally placing his hands to his side the 
child would be asked to hold the position given him 
and contract his muscles and then relax, inhaling and 
exhaling. Very often when placed upon his feet, a 
boy would stand in an excellent position for several 
seconds. All of these cases were not many stages from 
the normal. It makes little difference whether my ex- 
ercises were corrective, medical gymnastics or Swedish 
work. What I was puzzling about was how I could 
give my boys, as a whole in the school, the same treat- 
ment as was applied in special cases. 

In order to give our boys this table work it ap- 
peared that the services of several operators would be 
necessary. That, of course, was out of the question. 
All this work must be done in the open air, and to have 
a table for each boy in a class would take up all our 
space. That was also out of the question. Still, I felt 
that if we could overcome these problems the experi- 
ment would be worth it. 

I laid my plans before Dr. William G. Anderson, of 
Yale University. He encouraged me and advised me 
to try the experiment, feeling that the results would 
be all I expected, and they have been. 



Table Work in Physical Training 



59 



THEORY OF THE TABLE WORK 

A boy sits in school from one to two hours before 
gymnasium period. The law of gravity sees to it that 
the body and organs are in an abnormal and cramped 
position. Circulation to some extent has been hin- 
dered, to say nothing of the abnormal amount of car- 
bonic acid in the system. 

As the class comes to the gymnasium period, the 
pupil is placed on the table, the other boy, called the 
operator, assists and directs the exercises. The first 
operation is to oxygenate the pupil. 

A. Inspiration — long, deep breath through the nose, 
inhaling oxygen. 

B. Expiration — exhaling hard and fast through the 
mouth, expelling carbonic gases. 

C. Rapid inspiration and expiration: 

D. Inspiration- — a slow, deep breath with the lungs 
thoroughly inflated. The pupil taps his chest in order 
to vibrate the oxygen within the lungs and to enable 
the oxygen to reach any sore or weak spot. 

E. Expiration. Slow exhaling through the mouth, 
discharging any remaining carbonic gases. 

F. Same as A and B, to supply the body with a 
large quantity of oxygen. 

Now feeling that the system is well supplied with a 
large amount of oxygen, the pupil continues with a 
series of body-building exercises, as shown in the suc- 
ceeding illustrations. Feeling that during these activi- 



60 



Practical Training for Boys 



ties the various parts of the human body will be fed 
through circulation with the proper and normal amount 
of good nutrition. 

During these exercises the body consumes a large 
amount of oxygen that was first introduced. At the 
end of the physical exercises, as performed on the table, 
the oxygenating process is again applied, and the boy 
sent to his class-room in a better state of mind and 
health to resume the balance of his day's intellectual 
work. 

I do not claim any originality for these exercises. 
They are used in many different forms and can be 
found in many books on medical gymnastics. I do 
believe, however, that it is the first time this work has 
been put to use for an entire school. The exercises 
shown here are only a few of the many more that can 
be used. 

The possibilities of this table work are unlimited, 
and invaluable. I find that little or no time is lost in 
keeping the body in the proper position. The pupil 
is in a reclining position and the operator always 
watchful that the pupil performs his exercises prop- 
erly. 

The table work is divided into sets. At present we 
have five sets, each set contains from four to six ex- 
ercises. At the end of each set the pupil becomes op- 
erator, and operates on pupil. 

Each pupil is taught individually how to do the 
exercises and how to become an operator. No new 



Table Work in Physical Training 61 



boy will be allowed to do table work in class before 
receiving definite instructions. Every boy in school 
from six to seventeen years of age is doing table work. 

For the sake of explanation, we call the boy on the 
table "the pupil/' and the boy assisting the ''operator." 
A boy takes great pride in being a good operator. The 
boys perform their work with understanding and in- 
telligence. 



62 



Practical Training for Boys 




Tabic Work in Physical Training 



63 




64 



Practical Training for Boys 



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Practical Training for Boys 




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Practical Training for Boys 



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Table Work in Physical Training 69 



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80 Practical Training for Boys 




Table IVovk in Physical Tra'uiing 



Tabic \\\)rk in riiysical l^rain'uu) 




86 



Practical Training for Boys 



A TALK TO THE CLIMBERS 

It has been my pleasure to be associated with you 
boys for fifteen years. The more I come in contact 
with my associations and surroundings, the happier 
I become. I have yet to experience the feeling of be- 
ing your instructor or master. I want to be one of you 
and I appreciate the fact that you all have accepted 
me as such. In the past we have had many little chats, 
discussions, even arguments, and we both have profited 
by them. 

In asking me to address you, you have given me the 
advantage, for one of the parliament^ary laws is, 
''Never interrupt the speaker.'' It is my good fortune 
to have you boys appear before me, twice daily, in 
groups of ten to forty. When I look at a group I al- 
ways feel proud of you; why should I not? Are you 
not my boys? But I often wonder whether you will 
come up to my hopes and ambitions. 

When I look at you a second time I answer myself 
by saying, "Of course you will.'' Are you not the sons 
of gentlemen and gentlewomen? You have all a boy's 
heart desires, a refined home, kind and true parents. 
You have good schools, good teachers, in fact, the best 
of everything. You have no worries nor cares, and live 
a good, healthy, boy's life. Everything has been done 
for you in order to give you strong minds in strong 
bodies. 



Table Work in Physical Training 



87 



When I look at you a third time, I ask, ''Do you 
reahze these advantages? When will you begin to 
make the best of them? Or will you take your boy 
life as a matter of course (or fact). 

As Climbers, it is your intention to develop your 
reasoning power, to absorb advice, given to you by 
your parents and teachers ; also to accept hints cheer- 
fully. With that understanding, I make bold to give 
a few hints. 

You are now in the most important age of your life. 
In your teens you will develop habits that will mould 
your future, your mind will entertain ideas and ideals, 
which you will carry through life. You know right 
from wrong doing. The mind and body you develop 
in your teens, will be the mind and body you must 
carry through life. It is for you to decide; to choose 
for yourself, a strong or weak constitution. 

It will not be very long before you enter manhood. 
Once in your twenties, you, consciously or unconscious- 
ly, begin the battle of life. The world needs men. 
Your country, your very city, is crying for help. Are 
you going to prepare yourself to answer the call? Are 
you going to be able to take hold and pull, or will you 
let the other f ello^y do it ? I say, No, you must answer 
the call. It is expected of you. 

It is necessary for you to begin your mental, phy- 
sical and moral training now. I dare not say much 
about mental training for fear of exposing my ignor- 
ance, but I am prepared to advise you to do everything 



88 



Practical Training for Boys 



within your power to do your duty by your teachers 
and lessons. In the class room, never waste a minute, 
absorb all a teacher has to say, form habits of study 
that will never wear off. Do not be afraid that you will 
learn too much. You vail never know enough. If you 
are in good physical condition, study will never hurt 
you, much less work. 

You cannot underestimate your physical training. 
Train your body to obey your mind, develop mental 
and muscular control. Begin by developing your or- 
gans, with simple, rational exercises ; strengthen your 
muscles, acquire skill, strength and endiirance. Play 
all kinds of games. Do not aspire to become a phy- 
sical freak. Enter sports if you wish, but do not al- 
low sports or teams to interfere with your mental and 
physical training; for a sport or great athlete is king 
to-day — to-morrow forgotten. Brains within a strong 
body live for years, often forever. 

Your moral training should be unquestionable. Your 
heme, school, and associations should warrant the best 
kind of moral discipline. 

Organic and muscular development plus mental and 
muscular control plus skill, strength and endurance, 
equals a sound physical youth. The development of 
the natural incentives plus the development of will 
training plus the development of the supreme motives 
of human conduct equals a sound moral youth. A 
sound moral youth plus a sound physical youth plus a 




Table IV ork in Physical Training 



89 



sound mental youth equal a man — and men the world 
needs. 

Yon have a wonderful foundation, but you must 
begin to realize that from now on, to the greatest ex- 
tent, it rests with you, to continue to build on this 
foundation a well-balanced mind and body. 

Your good qualities are abundant, your faults are 
the faults of many boys. A great deal has been done 
for you. I believe you have been helped too much. 
Cultivate self-reliance; do not ask for aid when you 
know perfectly well you can do a certain thing your- 
self. 

Your manners are good ; I would Hke to see them 
a little more genuine. You are, as a rule, truthful, but 
do not forget that trying to give a wrong impression, is 
a form of falsehood. 

Obedience is a very important part of the training of 
your character; you do not obey promptly and often 
not cheerfully. You have yet to learn to obey a rule 
or law implicitly. 

You are respectful, still, I should like to see you a 
little more respectful to your parents and teachers, and 
also to those who are less fortunate than yourself. 

Your sense of duty is small; it can and should be 
strengthened. Perform your duties, whatever they 
may be, cheerfully and manfully. 

Duty is a supreme motive of human conduct. "Con- 
duct,'' says Matthew Arnold, ''is three-fourths of life; 
and character is the source of conduct." 



90 



Practical Training for Boys 



I firmly believe that the formation of honor, truth, 
courage, and duty in boyhood makes honorable, cour- 
ageous and self-governing men. 

Let us see how the acts of boys strike the mature 
mind. Prof. William G. Anderson, of Yale, gave me 
this bit of advice about you boys : ''Lead them, do not 
help them too much." He meant to make you more 
self-reliant. 

Dean Le Baron R. Briggs, of Harvard, tells of a 
student trying to avoid the truth. He says, ''An in- 
genious youth insisted to the officer, whose business it 
was to call him to account, that a mark of absence 
against him in a large lecture course was a mistake; 
and when told it was not exclaimed with honest 
warmth, "Then the fellow who promised to sit in my 
seat didn't do it.'' 

A mother and son were in a Madison Avenue car, 
at Fifty-ninth Street. A woman with a child in her 
arms entered. Every seat was taken. Did the son 
offer his seat? When his mother suggested it, he re- 
plied, 'T guess not : I paid for this seat." 

I knew the boy. He was one of the kind who re- 
ceived a large weekly allowance. He is a young man 
now and let me tell you it will be many more years be- 
fore he can pay, with his own money, the price of a 
trolley fare. This boy's parlor manners were fine; 
as for his obedience, judge for yourself. 

''While in college it is your duty," says a father to 
his son, "to live within your allowance, to honor your 



Table Work in Physical Training 



91 



teachers and respect the law." This boy gambled away 
his allowance and was the first to ''knock." 

A boy who boasts of his daring to disobey his fam- 
ily or teachers, who boasts of his intention not to do 
the right thing, who boasts of his wrong deeds, is a 
boy of low type ; he has no courage, is perhaps harm- 
less, but is a fellow worth ignoring. 

Influence is a matter of persuasion. Good social 
environment is a very desirable thing. An education 
broadens you, but neither one, by itself, will make you 
a man. You have an estimate of yourself. What you 
estimate yourself to be, you will try to be. Your char- 
acter will be determined by your own estimate of your- 
self. Teachers may help you, parents may help you, 
you may have every advantage that wealth and knowl- 
edge can produce ; but unless you have a desire within 
yourself and a determination to do something and be 
something in this world, all else will be in vain. 

My dear friends, if I have seemed fault-finding, for- 
give me, accept my hints in the spirit in which they are 
given. 

I have faith in you all. I believe you will try to 
grow up to be useful citizens. My ambition is, to see 
my picture of to-day realized ten years from now — to 
see you as men ; men who will accept no honors with- 
out honor, holding to a high ideal of manly virtue and 
integrity; as men having a sense of honor that will 
naturally call forth esteem, respect, and consideration. 



92 



Practical Training for Boys 



I hope to see you as men who will do your duty to 
your parents, school, and country ; who will perform 
those duties which conscience tells you are right and 
reason tells you are best. You will do your duty with 
all your mind and might ! You must hold Truth as the 
keynote of your character ! 

I picture you as men, who have mind and body 
trained to know no fear, whatever dangers and diffi- 
culties you may encounter ; men, who have courage to 
perform their duties, as sons to parents; to comply 
with their requests, to honor their advice and respect 
their law. 

Will you have courage to seek the reward of man- 
hood ! A. H. M. 



Tabic Work in riiysical Training 




He Loves Basketball 



\ 



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042 450 m 6, 



